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How Do High Schools Students Use GIS for Spatial Problem Solving?
Topics: Education
, Geographic Information Science and Systems
, Geography Education
Keywords: GIS education, geography education, spatial thinking, Session Type: Virtual Paper Abstract Day: Saturday Session Start / End Time: 2/26/2022 08:00 AM (Eastern Time (US & Canada)) - 2/26/2022 09:20 AM (Eastern Time (US & Canada)) Room: Virtual 50
Authors:
Bob Kolvoord, James Madison University
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Abstract
In this paper, we will share results from our ongoing research study exploring how high school students participating in James Madison University's innovative Geospatial Semester dual enrollment program are developing spatial thinking and problem-solving skills. Students in the Geospatial Semester participate in a year-long class where they learn about geospatial technology and ultimately apply those tools to an extended final project, all while earning college credit. We have conducted a multi-year exploration of the behavioral and cognitive changes that come from extended GIS use by students. We will present preliminary results from our current study exploring students development of models and use of inference when presented with scenarios centered on geospatial data.
Prior studies have shown that students participating in the Geospatial Semester develop stronger spatial thinking and problem-solving than equivalent peers who have not had experience with GIS, and we have evidence for neural changes that include enhanced connectivity patterns and increased or more efficient use of spatial portions of the brain.
How Do High Schools Students Use GIS for Spatial Problem Solving?